Nevşehir Hacı Bektaş Veli University Course Catalogue
|
|||||
| Year/Semester of Study | 3 / Spring Semester | ||||
| Level of Course | 1st Cycle Degree Programme | ||||
| Type of Course | Optional | ||||
| Department | ELEMENTARY SCIENCE TEACHING | ||||
| Pre-requisities and Co-requisites | None | ||||
| Mode of Delivery | Face to Face | ||||
| Teaching Period | 14 Weeks | ||||
| Name of Lecturer | MAHMUT POLAT (mpolat@nevsehir.edu.tr) | ||||
| Name of Lecturer(s) | |||||
| Language of Instruction | Turkish | ||||
| Work Placement(s) | None | ||||
| Objectives of the Course | |||||
| The definition of the concept , concept development process, frequently encountered misconceptions in science education, detection and elimination of misconceptions, conceptual change, conceptual change texts, examinating theories of learning and gain the research abilityon this topic. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | Identifying the causes of the misconceptions in science teaching. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-2 Having the knowledge about the nature, source, limit, accuracy, validity and reliability of knowledge PO-3 Having the sufficient level of knowledge about Science and Technology Teaching in order to meet the needs of students PO-13 Using the effective ways of attaining knowledge. |
Examination |
| LO-2 | Detecting misconceptions in Science education |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-2 Having the knowledge about the nature, source, limit, accuracy, validity and reliability of knowledge PO-3 Having the sufficient level of knowledge about Science and Technology Teaching in order to meet the needs of students PO-13 Using the effective ways of attaining knowledge. |
Examination |
| LO-3 | Examine the worksheet, analogy, and conceptual change texts that provide conceptual change methods. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-2 Having the knowledge about the nature, source, limit, accuracy, validity and reliability of knowledge PO-3 Having the sufficient level of knowledge about Science and Technology Teaching in order to meet the needs of students PO-13 Using the effective ways of attaining knowledge. |
Examination |
| LO-4 | Using a combination of these methods to enrich the learning environment. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-2 Having the knowledge about the nature, source, limit, accuracy, validity and reliability of knowledge PO-3 Having the sufficient level of knowledge about Science and Technology Teaching in order to meet the needs of students PO-13 Using the effective ways of attaining knowledge. PO-16 Ability to use information and communication technologies in science teaching. |
Examination |
| LO-5 | Explaining the differences of advantages and the disadvantages of each method. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-2 Having the knowledge about the nature, source, limit, accuracy, validity and reliability of knowledge PO-3 Having the sufficient level of knowledge about Science and Technology Teaching in order to meet the needs of students PO-13 Using the effective ways of attaining knowledge. PO-16 Ability to use information and communication technologies in science teaching. |
Examination |
| LO-6 | can explain the effect of misconceptions on meaningful learning. |
PO-1 Having the knowledge of teaching programs, teaching strategies, measurement and assessment methods related to the field. PO-5 Applying the appropriate teaching strategies, methods and techniques, taking into account the characteristics of the subject area, developmental properties and learning patterns of students who are at the second grade of elementary education. PO-7 Ability to develop appropriate materials to the subject area and needs of students. |
Examination |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
|||
| Course Contents | ||
| Activities for the identification and elimination of misconceptions in science education. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Learning approaches | Lecture, discussion, question-and-answer |
| 2 | Integrative learning models (4E, 5E and 7E) | Lecture, discussion, question-and-answer |
| 3 | Student misconceptions encountered in science classes | Lecture, discussion, question-and-answer |
| 4 | Methods to determine students' misconceptions encountered in science classes | Demonstration, discussion, question-and-answer |
| 5 | Worksheet, Working leaf, Cautions, Worksheet Development | The project, discussion, question-and-answer |
| 6 | Definition of analogy, Usage and Considerations | Lecture, discussion, question-and-answer |
| 7 | And the development of conceptual change text | The project, discussion, question-and-answer |
| 8 | mid-term exam | |
| 9 | Project-Based Learning | Lecture, discussion, question-and-answer |
| 10 | Problem Solving Method | Lecture, discussion, question-and-answer |
| 11 | Alternative methods and techniques to remove misconceptions | Lecture, discussion, question-and-answer |
| 12 | Each student will make a determination of the issue of project | Lecture, discussion, question-and-answer |
| 13 | Presentation and analysis of student assignments | The project, discussion, question-and-answer |
| 14 | Presentation and analysis of student assignments | The project, discussion, question-and-answer |
| 15 | Term evaluation | Brainstorming, question-and-answer |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Ülgen G., Kavram geliştirme. Nobel Yayınevi, Çoşkun, M,K., Kavram Öğretimi, Karahan Kitabevi. | |
| 2 | Güneş, B. (2017). Fizikte Kavram Yanılgıları. Palme Yayıncılık. | |
| Required Course instruments and materials | ||
| Textbook, activity materials | ||
| Assessment Methods | |||
| Type of Assessment | Week | Hours | Weight(%) |
| mid-term exam | 8 | 1 | 40 |
| Other assessment methods | |||
| 1.Oral Examination | |||
| 2.Quiz | |||
| 3.Laboratory exam | |||
| 4.Presentation | |||
| 5.Report | |||
| 6.Workshop | |||
| 7.Performance Project | |||
| 8.Term Paper | |||
| 9.Project | |||
| final exam | 16 | 1 | 60 |
| Student Work Load | |||
| Type of Work | Weekly Hours | Number of Weeks | Work Load |
| Weekly Course Hours (Theoretical+Practice) | 0 | ||
| Outside Class | |||
| a) Reading | 3 | 5 | 15 |
| b) Search in internet/Library | 2 | 4 | 8 |
| c) Performance Project | 1 | 3 | 3 |
| d) Prepare a workshop/Presentation/Report | 2 | 5 | 10 |
| e) Term paper/Project | 0 | ||
| Oral Examination | 0 | ||
| Quiz | 0 | ||
| Laboratory exam | 0 | ||
| Own study for mid-term exam | 5 | 3 | 15 |
| mid-term exam | 2 | 1 | 2 |
| Own study for final exam | 2 | 3 | 6 |
| final exam | 1 | 1 | 1 |
| 0 | |||
| 0 | |||
| Total work load; | 60 | ||